Hawes Down Primary School
Maths Progression of Skills
EYFS Mathematics in EYFS involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating
simple addition and subtraction problems; and to describe shapes, spaces, and measure. All of these areas should enhance the child’s love of learning in maths
and prepare them for KS1 maths learning and beyond.
National Curriculum Statements – Key Stage 1
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and
place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and
measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related
vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and
money. By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this
early stage will aid fluency. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge
at key stage 1.
National Curriculum Statements – Lower Key Stage 2
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four
operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform
calculations accurately with increasingly large whole numbers. At this stage, pupils should develop their ability to solve a range of problems, including with
simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can
analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with
accuracy and make connections between measure and number. By the end of year 4, pupils should have memorised their multiplication tables up to and including
the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using
their growing word reading knowledge and their knowledge of spelling.
National Curriculum Statements – Upper Key Stage 2 The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to
include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and
problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as
a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should
also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. By the
end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions,
decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.
Autumn
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Counts from 1-5
-Counting real life
objects
-Subitising 1-5
-Number formation
1-5
-Sorting into groups
-Comparing groups
-One more/one less
-Time – my day
-Place Value within
10
-Addition and
subtraction within
10
-Recognise 2D and
3D shapes
-Place Value within
20
-Consolidation
-Place Value to 100
-Addition and
subtraction to and
across100
-Money
combinations of
coins and notes
-Multiplication; 2,5
and 10 tables
-Place Value to
1,000
-Addition and
subtraction up to
and across 1,000
-Multiplication and
division; 3,4 and 8
tables
-Consolidation
-Place Value to
1,000
-Addition and
subtraction
-Length and
perimeter
-Multiplication and
division
-Consolidation
-Place value to
100,000
-Addition and
subtraction
-Statistics
-Multiplication and
division
-Measurement;
perimeter and area
-Consolidation
-Place Value to
1,000,000
-Addition and
subtraction
-Four operations
-Fractions
-Position and
direction
-Consolidation
Spring
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Number bonds to 5
-Counting to 6, 7 and
8
-Counting to 9 and 10
-Comparing groups up
to 10
-Combining two
groups to find a
whole
-Number bonds to 10
– ten frame and
part-whole model
-Spatial awareness
-3D shapes
-2D shapes
-Addition and
subtraction within
20
-Place Value within
50. Multiples of 2,5
and 10
-Measure units of
length and height
-Measure units of
mass and capacity
-Consolidation
-Division 2,5 and 10
tables
-Statistics
-Properties of
shape
-Fractions
-Length and height
-Consolidation
-Multiplication and
division
-Money
-Statistics
-Measurement;
length and
perimeter
-Fractions
-Consolidation
-Multiplication and
division
-Area
-Fractions
-Decimals
-Consolidation
-Multiplication and
division
-Fractions
-Decimals and
percentages
-Consolidation
-Decimals
-Percentages
-Algebra
-Time
-Perimeter, area and
volume
-Ratio
-Consolidation
Summer EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Making simple
patterns
-Exploring more
complex patterns
-Adding by counting
on
-Taking away by
counting back
-Doubling
-Halving and sharing
-Odds and evens
-Multiplication and
division
-Fractions; halves
and quarters
-Movement turns
-Place Value within
100
-Money; coins and
notes
-Time; sequence of
events, on hour and
half hour,
days/weeks/months
-Consolidation
-Position and
direction
-Problem solving
-Time
-Mass, Capacity and
temperature
-Investigations
-Fractions
-Time
-Properties of
shape
-Measurement;
Mass and capacity
-Consolidation
-Decimals
-Money
-Time
-Statistics
-Properties of
shape
-Position and
direction
-Consolidation
-Decimals
-Properties of shape
-Position and
direction
-Measurement;
converting units
-Volume
-Consolidation
-Properties of shape
-Problem solving
-Statistics
-Investigations
-Consolidation
-Length, height and
distance
-Weight
-Capacity
Place Value EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Counts reliably
with numbers from
1-20 placing them
in order
-Tell which number
is one more or less
than a given
number
-Write numerals
up to 20 with
increasing
accuracy
-Records numbers
from 1-20 and
associates with
objects
-Recognises 0 as
none in stories and
rhyme, counting
and ordering
-Count to and
across 100,
forwards and
backwards,
beginning with 0
or 1, or from any
given number
-Count, read and
write numbers to
100 in numerals;
count in multiples
of twos, fives and
tens
-When given a
number, identify
one more and one
less
-Identify and
represent
numbers using
objects and
pictorial
representations
including the
number line, and
use the language
of: equal to, more
than, less than
-count in steps of 2, 3,
and 5 from 0, and in tens
from any number,
forward and backward
-recognise the place
value of each digit in a
two-digit number (tens,
ones)
-identify, represent and
estimate numbers using
different
representations,
including the number line
-compare and order
numbers from 0 up to
100; use and = signs
-read and write numbers
to at least 100 in
numerals and in words
-reason and use place
value and number facts
to solve problems.
-Count from 0 in
multiples of 4,8,50 and
100 including counting up
and down in tenths;
recognise that tenths
arise from dividing an
object into 10 equal
parts and in dividing
one-digit numbers or
quantities by 10.
-find 10 or 100 more or
less than a given number
-Recognise the place
value of each digit in a
three-digit number
(hundreds, tens, ones)
and Compare and order
numbers up to 1000
-Identify, represent and
estimate numbers using
different
representations
-Read and write
numbers up to 1000 in
numerals and words
-Solve number problems
involving these ideas.
-Count in multiples of 6,
7, 9, 25, 100 including
counting backwards
through zero to include
negative numbers.
-Recognise place value
of each digit in a four-
digit number
(thousands, hundreds,
tens, and ones) and find
1000 more or less than
a given number
-Identify, represent
and estimate numbers
using different
representations.
-Round any number to
the nearest 10,100 or
1000, Order and
compare numbers
beyond 1000
-Solve number and
practical problems that
involve all of the above
and with increasingly
large positive numbers
-Read Roman Numerals
to 100 (I to C) and know
-Read, write, order and
compare numbers to at
least 1 000 000 and
determine the value of
each digit.
-Count forwards or
backwards in steps of
power of 10 for any
given number up to 1
000 000 which includes
interpreting negative
numbers in context,
count forwards and
backwards with
positive and whole
numbers, including
through zero.
-Round any number up
to 1 000 000 to the
nearest
10,100,1000,100 000
-Solve number
problems and practical
problems that involve
all of the above.
-Read roman numerals
to 1000 (M) and
-To read, write,
order and compare
numbers up to 10
000 000 and
determine the
value of each
digit.
-Round any whole
number to a
required degree
of accuracy.
-To use negative
numbers in
context, and
calculate intervals
across zero to
calculate the
interval from -20
to +100.
-To know and use
the terms: units,
tens, hundreds,
thousands, ten
thousands,
hundred
thousands, one
million, and ten
million correctly.
(fewer), most,
least
-Read and write
numbers from 1
to 20 in numerals
and words.
-Recognise odd
and even numbers
up to 20.
-Pupils can use
confidently multiples of
2, 3, 4, 5, 8, 10, 50 and
100 and recall the times
tables for these.
that over time, the
numeral system changed
to include the concept
of zero and place value.
recognise years written
in Roman numerals.
Subject Specific Vocabulary
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 One more
One less
Place
Order
Number
Count
Numbers up to
twenty
Number line
Pictorial
Answer
Equals
Read
Write
Same as EYFS,
plus:
Forwards
Backwards
Numerals
Words
Multiples
Equal to
More than
Less than
Fewer
Most
Least
Identify
Represent
Digit
Calculate
Odd
Even
Pattern
Numbers up to
one
Hundred
Same as EYFS & Year 1,
plus:
Ones
Tens
Two- digit
Estimate
Place Value
Solve
Problems
Greater than >
Less than <
Nearest ten
Number facts
Partition
Count in steps
Zero
Compare
Determine
Value
Same as EYFS & KS1,
plus:
Hundreds
Three-digit
ten more
one hundred more
ten less
one hundred less
Roman numeral
Numbers up to one
thousand
Same as previous
year groups, plus:
Thousands
Four- digit
Negative number
One thousand more
One thousand less
Decimal
Decimal place
Rounding
Place holder
Nearest ten
Nearest hundred
Nearest thousand
One place
Whole number
Integer
Tenths
Hundredths
Same as previous
year groups, plus:
Ten thousands
Hundred thousands
Millions
Context
Steps of powers
Decimal equivalents
Two decimal places
Thousandths
Numbers up to one
million
Same as previous
year groups, plus:
Intervals across
zero
Three decimal
places
Hundredths
Thousandths
Ten thousandths
Numbers up to ten
million
Calculations EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Using quantities
and objects, adds
and subtracts two
single-digit
numbers and
counts on or back
to find the answer.
-Using numbers up
to 10, solves
problems involving
addition or
subtraction,
including
comparing two sets
to find a numerical
difference.
-Begins to know by
heart all pairs of
whole numbers
with totals up to
10 and uses these
facts to add or
subtract a pair of
numbers mentally.
-Moves forwards
and backwards
using a number line
to 20.
-Solves problems,
including doubling,
halving and
sharing.
-Recognises, reads
and identifies
-read, write and
interpret
mathematical
statements
involving addition
(+), subtraction (–
) and equals (=)
signs
-represent and
use number bonds
and related
subtraction facts
within 20
-add and subtract
one-digit and
two-digit
numbers to 20,
including zero
-solve one-step
problems that
involve addition
and subtraction,
using concrete
objects and
pictorial
representations,
and missing
number problems
such as 7 = ? – 9.
-solve one-step
problems
involving
multiplication and
division, by
-solve problems with
addition and subtraction:
-using concrete objects
and pictorial
representations,
including those involving
numbers, quantities and
measures
-applying their increasing
knowledge of mental and
written methods
-recall and use addition
and subtraction facts to
20 fluently, and derive
and use related facts up
to 100
-add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including:
a two-digit
number and ones
a two-digit
number and tens
two two-digit
numbers
adding three
one-digit
numbers
-show that addition of
two numbers can be done
in any order
(commutative) and
-Can add and subtract
mentally: A three digit
number and tens
-Can add and subtract
numbers with 2 digits,
using formal written
methods – Columnar
addition and
subtraction.
-Can estimate the
answer to a calculation
and can use the inverse
operation to check
answers.
-To solve problems,
including missing number
problems using number
facts, place value.
-Write and calculate
mathematical
statements for
multiplication and
division using the tables
that you know.
-Calculate 2 digit by 1
digit in a written
method with occasional
errors
-Solve problems
including missing
numbers involving
multiplication, positive
and negative integers
which include calculating
-Add and subtract
numbers with 3 digits
using formal written
methods of columnar
addition and subtraction
where appropriate.
-Solve addition and
subtraction two-step
problems in context
deciding on which
operation to use and
estimate and use
inverse operation too
check answers to a
calculation.
-Recall all multiplication
facts for multiplication
tables up to 12x12.
-Use place value, know
and derived facts to
multiply and divide
mentally including:
multiplying by 0 and 1;
dividing by 1.
-Multiply mentally using
a variety of strategies
3 one digit numbers.
-Multiply two-digit
numbers by a one digit
number using formal
written methods.
-Add and subtract
whole numbers with
more than 4 digits,
including using formal
written methods
(columnar addition and
subtraction) Use
rounding to check
answers to calculations
and determine, in
context of a problem,
levels of accuracy.
-Add and subtract
mentally with
increasingly large
numbers.
-Solve addition and
subtraction multi step
problems in contexts
-Identify multiples and
factors, including
finding all factor pairs
of a number and
common factors of two
numbers.
-To know and use
vocabulary of prime
numbers, prime factors
and composite (non
prime) numbers.
Establish whether a
number up to 100 is
prime and recall prime
numbers up to 19.
-Multiply multi-
digit numbers up
to a two digit
whole number
using the formal
written method of
long multiplication.
To use estimation
to check answers
and determine, in
the context of a
problem, an
appropriate
degree of
accuracy.
-Divide numbers
up to 4 digits by a
two digit whole
number using the
formal written
method of long
division and
interpret
remainders
according to the
context. To use
estimation to
check answers and
determine, in the
context of a
problem, an
appropriate
degree of
accuracy.
number positions
on a number line to
20.
-Understands that
0 can be used as a
place holder.
-Understands the
operations of
multiplication and
division as
repeated addition
and subtraction.
calculating the
answer using
concrete objects,
pictorial
representations
and arrays with
the support of
the teacher.
-Recall the
multiplication
facts for the 2,
5, 10
multiplication
table and use
them to derive
division facts
(using any
method).
-Can use doubling
and halving facts
for numbers up
to 10 and other
significant double
( Eg 50 doubled is
100)
subtraction of one
number from another
cannot
-Recognise and use the
inverse relationship
between addition and
subtraction and use this
to check calculations and
solve missing number
problems. -recall and
use multiplication and
division facts for the 2,
5 and 10 multiplication
tables, including
recognising odd and even
numbers
-calculate mathematical
statements for
multiplication and
division within the
multiplication tables and
write them using the
multiplication (×), division
(÷) and equals (=) signs
-show that multiplication
of two numbers can be
done in any order
(commutative) and
division of one number
by another cannot
-solve problems involving
multiplication and
division, using materials,
arrays, repeated
addition, mental
methods, and
multiplication and
2 digit by 1 digit in a
written method with
occasional errors
-Multiply up to 4 digits
by 1 digit using a
formal written method
-To identify
common factors,
common multiples
and prime
numbers.
-Solve addition
and subtraction
multi-step
problems in
contexts, deciding
which operations
and methods to
use and why.
-To solve problems
involving the
calculation of
percentages
-To solve problems
involving similar
shapes where the
scale factor is
known or can be
found.
division facts, including
problems in contexts
Subject Specific Vocabulary
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Addition and
Subtraction
Add
Subtract
Addition
Subtraction
Adding
Subtracting
Number
Number line
Single digit
Count on
Count back
Answer
Doubling
Halving
Sharing
Numbers to
twenty
Check
Addition and
Subtraction Same as EYFS,
plus:
One step problem
Concrete object
Pictorial
representation
Missing number
Problem
Read
Write
Interpret
Equals =
Signs
One-digit
Two-digit
Ones
Mental
Mentally
Multiplication
and Division
Multiples
Twos
Fives
Tens
Number
Multiply
Divide
Addition and
Subtraction Same as EYFS & Year 1,
plus:
Columnar addition
Columnar Subtraction
Tens
Order
Inverse
Relationship
Calculation
Solve problems
Missing number
problems
Quantities
Measures
Formal Written
method
Mental method
Method
Operation
Apply
Whole number
Multiplication and
Division
Same as Year 1, plus:
Multiplication facts
Division facts
Multiplication tables
Addition and
Subtraction Same as EYFS & KS1,
plus:
Three-digit number
Hundreds
Estimate
Number facts
Multiplication and
Division
Same as KS1,
plus:
Missing number
problem
Estimate
Inverse
Formal written
method
Mathematical
statement
Recall
Integer
Two- digit
One- digit
Addition and
Subtraction Same as previous
year groups, plus:
Two step problems
Context
Four-digit
Multiplication and
Division
Same as previous
year groups, plus:
Derived facts
Factors
Factor pairs
Scaling problems
Three-digit
Addition and
Subtraction Same as previous
year groups, plus:
Increasingly large
numbers
More than 4 digits
Rounding
Determine
Context
Multi-step problems
Multiplication and
Division
Same as previous
year groups, plus:
Decimals
Four-digit
Long multiplication
Short division
Remainders
Context
Common factors
Common multiples
Prime numbers
Prime factors
Composite numbers
Square number
Cube number
Notation
Addition and
Subtraction Same as previous
year groups, plus:
Estimation
Mixed operations
Multiplication and
Division
Same as previous
year groups, plus:
Scale factor
Long division
Whole number
remainders
Fractions
Rounding
Mixed operations
Multiplication
Division
One step problem
Answer
Concrete object
Pictorial
representation
Arrays
Count
Equals
Write
Odd numbers
Even numbers
Share
Equally
Repeated division
Calculate
Squares
Cubes
Fractions EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-recognise, find
and name a half
as one of two
equal parts of an
object, shape or
quantity
-recognise, find
and name a
quarter as one of
four equal parts
of an object,
shape or quantity
-Recognise, find, name
and write fractions 1/3
, ¼ , 2/4 and 3/4 of a
length, shape, set of
objects or quantity
-Write simple fractions
for example, 1/2 of 6 =
3 and recognise the
equivalence of 2/4 and
1/2 .
-Recognise, find and
write fractions of a
discrete set of objects:
unit fractions and non-
unit fractions with small
denominators and
recognise and use
fractions as numbers
with small
denominators.
-Recognise and show,
using diagrams,
equivalent fractions and
compare and order
fractions with the same
denominators.
-Solve problems
involving fractions.
-Count up and down in
hundredths; recognise
that hundredths arise
when dividing an object
by one hundred and
dividing tenths by ten.
-Solve problems
involving fractions to
calculate quantities,
including non-unit
fractions where the
answer is a whole
number.
-Add and subtract
fractions with the same
denominator
-Recognise and write
decimal equivalents of
any number of tenths
or hundredths. (1/4 ½
¾)
-Compare numbers with
the same number of
-Compare and order
fractions whose
denominations are all
multiples of the same
number.
-Identify, name and
write equivalent
fractions of a given
fractions of a given
fraction, represented
visually, including
tenths and hundreds.
-Recognise mixed
numbers and improper
fractions and can
convert between the
two.
-Add and subtract
fractions with the
same denomination
including multiples of
the denominators.
-Add and subtract
fractions with
different
denominators and
mixed numbers,
using the concept
of equivalent
fractions.
-Multiply simple
pairs of proper
fractions, writing
the answer in its
simplest form and
divide proper
fractions by
whole numbers.
-Identify the
value of each digit
in numbers given
to three decimal
places and
multiply and
divide numbers by
decimal places by
rounding decimals with
one decimal place to the
nearest whole number
-Read, write and make
connections between
fractions and decimals
and know the
relationships between
decimals, percentages
and fractions.
-Round decimals with
two decimal places to
the nearest whole
number and to one
decimal place
-Solve problems with
decimals up to two
decimal places.
10,100 and 1000
giving answers to
up to 3 decimal
places.
-To multiply one-
digit numbers
with up to two
decimal places by
whole numbers
and to use written
division methods
in cases where
the answer has up
to two decimal
places
-To recall and use
equivalences
between simple
fractions,
decimals and
percentages,
including in
different
contexts.
-To know and find
1% of a value,
25%, 50% and
75% of a value.
-Solve problems
involving similar
shapes where the
scale factor is
known or can be
found.
-To locate
direction in two
quadrants
accurately
-To use common
factors to simplify
fractions; use
common multiples
to
Subject Specific Vocabulary EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Fraction
Half
Equal parts
One whole
Object
Shape
Quantity
Quarter
Same as EYFS & Year 1,
plus:
Simple fractions
Equivalent
equivalence
Count
Same as EYFS & KS1,
plus:
Tenths
Unit fractions
Non- unit fractions
Numerator
Denominator
Compare
Order
Add
Subtract
Solve problems
Same as previous
year groups, plus:
Hundredths
Decimal
Decimal place
One decimal place
Two decimal places
Round decimals
Whole number
Common equivalent
fractions Decimal
equivalents
Dividing
Ones
Tenths
Hundredths
Simple measure
Money problems
Same as previous
year groups, plus:
Thousandths
Multiples
Three decimal places
Per cent
Number of parts per
hundred
Percentages
Decimal fraction
Mixed numbers
Improper fraction
Proper fraction
Convert
Mathematical
statements
Multiply
Percentage and
decimal equivalents
Same as previous
year groups, plus:
Common factors
Common multiples
Decimal fraction
equivalents
Simplest form
Measurement EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Uses everyday
language to talk
about size and
weight to compare
quantities and
-compare,
describe and
solve practical
problems for:
-choose and use
appropriate standard
units to estimate and
measure length/height in
any direction (m/cm);
-Measure, compare and
add and subtract:
lengths (m/cm/mm);
mass (kg/g);
volume/capacity (l/ml)
-To convert between
different units of
measure
-Measure and calculate
the perimeter of
-Convert between
different units of
measure (for example,
km and m, cm and m)
-To use decimal
notation to three
decimal places to
solve calculations
with measures.
objects and orders
them by a given
criteria.
-Uses everyday
language to talk
about capacity to
compare quantities
and to solve
problems.
-Measures and
orders more than
2 objects using
direct comparison.
-Has the
opportunity to use
coins and notes in
role play or in
everyday
environments.
-Starts to become
familiar with coins
and their names.
-Looks for the
value of the coin
by finding the
number on it.
-Orders everyday
events logically.
-Begins to use the
vocabulary of time.
-Begins to show
awareness of ways
of measuring time
eg clocks, watches.
-Follows own
timetable
independently.
-lengths and
heights [for
example,
long/short,
longer/shorter,
tall/short,
double/half]
-mass/weight
[for example,
heavy/light,
heavier than,
lighter than]
-capacity and
volume [for
example,
full/empty, more
than, less than,
half, half full,
quarter]
-time [for
example, quicker,
slower, earlier,
later]
-measure and
begin to record
the following:
-lengths and
heights
-mass/weight
-capacity and
volume
-time (hours,
minutes, seconds)
-recognise and
know the value of
different
mass (kg/g);
temperature (°C);
capacity (litres/ml) to
the nearest appropriate
unit, using rulers, scales,
thermometers and
measuring vessels
-compare and order
lengths, mass,
volume/capacity and
record the results using
>, < and =
-recognise and use
symbols for pounds (£)
and pence (p); combine
amounts to make a
particular value
-find different
combinations of coins
that equal the same
amounts of money
-Solve simple problems in
a practical context
involving addition and
subtraction of money of
the same unit, including
giving change
-compare and sequence
intervals of time
-tell and write the time
to five minutes, including
quarter past/to the hour
and draw the hands on a
clock face to show these
times
-Know the number of
minutes in an hour and
-Measure the perimeter
of simple 2d shapes.
-Add and subtract
amounts of money to
give change, using both
£ and p in practical
contexts.
-Tell and write time
from an analogue clock,
12 and 24 hour clock.
(Ten past 2 = 2:10) and
can compare durations
of events (calculate how
long tasks have taken.
To know the number of
seconds in a minute and
the number of days in
each month, year and
leap year.
-To know and use the
roman numerals I to XII
with relation to the
clock.
-Estimate and read time
with increasing accuracy
to the nearest minute
using correct
vocabulary.
-Know the number of
seconds in a minute and
the number of days in
each month, year and
leap year.
rectilinear (including
squares) in centimetres
and meters.
-Find the area of
rectilinear shapes by
counting the squares.
-Estimate, compare and
calculate different
measures, including
money in pounds and
pence.
-Read, write and
convert time between
analogue and digital 12
and 24 hour clock
-Understand and use
approximate
equivalences between
metric and common
imperial units such as
inches, pounds and
pints.
-Measure and calculate
perimeter of composite
rectilinear shapes in cm
and m.
-Calculate and compare
the area of rectangles
(including squares) and
including using
standard units squared
centimetres and
squared m and estimate
the area of irregular
shapes.
-Estimate volume and
capacity of shapes.
-Solve problems
involving converting
between units of time.
-To use compound
units for speed
such as miles per
hour
-To read and
convert between
standard units,
converting
measurements of
length, mass,
volume and time
from smaller units
of measure.
-Use , add and
subtract positive
and negative
integers (money
and temperature)
-Convert larger
numbers in cm – m,
ml-l, g – kg and
minutes to hours.
-Can covert miles
and kilometres.
-To recognise that
shapes with the
same area can
have different
perimeters.
-Can draw a
number of shapes
with the same
perimeter.
-I can recognise
when it is possible
to use formula for
area and volume.
denominations of
coins and notes
-sequence events
in chronological
order using
language [for
example, before
and after, next,
first, today,
yesterday,
tomorrow,
morning,
afternoon and
evening]
-recognise and
use language
relating to dates,
including days of
the week, weeks,
months and years
-tell the time to
the hour and half
past the hour and
draw the hands
on a clock face to
show these times.
the number of hours in a
day.
-I can find the
area of a triangle
using the formula.
I can find the
area of a
parallelogram
using formula
Subject Specific Vocabulary
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Measure
Measurement
Size
Weight
Capacity
Compare
Solve
Problems
Object
Same as EYFS,
plus:
Length
Height
Long
Short
Longer
Shorter
Tall
Same as EYF & Year 1,
plus:
Greater than >
Less than <
Equals =
Intervals
Standard units
Estimate
Direction
Same as EYFS & KS1,
plus:
Duration
Time taken
Nearest minute
Record
Seconds
a.m.
p.m.
Same as previous
year groups, plus:
Estimate
Rectilinear figure
Area
Rectilinear shapes
Convert
Same as previous
year groups, plus:
Square centimetres
(cm2)
Square metres (m2)
Irregular shapes
Volume (cm3)
Cubes
Cuboids
Same as previous
year groups, plus:
Decimal notation
Cubic centimetres
(cm3)
Cubic metres (m3)
Cubic millimetre
(mm3)
Cubic kilometre
Time Double
Half
Mass
Heavy
Light
Heavier than
Lighter than
Volume
Full
Empty
More than
Less than
Half
Half full
Quarter
Quicker
Slower
Earlier
Later
Sequence events
Chronological
order
Before
After
Next
First
Today
Yesterday
Tomorrow
Morning
Afternoon
Evening
Record
Hours
Minutes
Hour
Half past
Temperature
Unit
Scales
Rulers
Thermometers
Measuring vessels
Metres
Centimetres
Kilograms
Grams
Degrees Celsius
Litres
Millilitres
Symbols
Money
Pounds (£)
Pence (p)
Different
combinations
Change
Five past
noon
midnight
kilometre
add
subtract
millimetres
perimeter
simple 2-D shapes
analogue clock
roman numerals
12-hour
24-hour
Leap year
Square numbers
Cube numbers
Metric measure
Metric units
Imperial units
Inches
Pounds
Pints
(Km3)
Decimal places
formulae
Miles
O clock
Hands
Clock face
Seconds
Coins
Notes
Dates
Days
Weeks
Months
Years
Geometry EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Recognises,
creates and
describes
patterns.
-Explores
characteristics of
everyday objects
and shapes and
uses mathematical
language to
describe them,
using basic
properties such as
large, small,
rectangle, triangle.
-Responds to
mathematical
language
describing
properties of 2d
and 3d shapes,
and, when
prompted,
-recognise and
name common 2-D
and 3-D shapes,
including:
-2-D shapes [for
example,
rectangles
(including
squares), circles
and triangles]
-3-D shapes [for
example, cuboids
(including cubes),
pyramids and
spheres].
-Describe
position,
direction and
movement,
including whole,
half, quarter and
three-quarter
turns.
-Identify and describe
the properties of 2-D
shapes, including the
number of sides and line
symmetry in a vertical
line
-identify and describe
the properties of 3-D
shapes, including the
number of edges,
vertices and faces
-identify 2-D shapes on
the surface of 3-D
shapes, [for example, a
circle on a cylinder and a
triangle on a pyramid]
-Compare and sort
common 2-D and 3-D
shapes and everyday
objects.
-Order and arrange
combinations of
-To draw 2d shapes
accurately and to make
3d shapes using
modelling materials.
-Recognise 3d shapes in
different orientations
and describe them using
their properties which
include recognising
angles as a property of
shapes or a description
of a turn.
-Identify right angles,
recognise that two
angles make a half turn,
three make three
quarters of a turn and
four a complete turn and
to identify whether
angles are greater or
less than a right angle.
-Identify horizontal and
vertical lines and pairs
-Solve problems
involving multiplying and
adding, including using
the distributive law to
multiply two digit
number by a one digit.
-Plot specific points and
draw sides to complete
a given polygon.
-To interpret and
present discrete and
continuous data using
appropriate graphical
methods: bar charts
and time graphs this
includes solving
comparison, sum and
difference problems
using information
presented in bar charts,
pictograms and line
graphs.
-To identify 3d shapes
including cubes and
other cuboids from 2d
representations
-To know angles are
measured in degrees;
estimate and compare
acute, obtuse and
reflex angles and to
draw accurately given
angles and measure
them in degrees.
-Identify angles at a
point and one whole
turn (total 360) and
identify angles at a
point on a straight line
and ½ turn total 180
degrees.
-Use properties of
rectangles to deduce
related facts and find
-To draw shapes
using given
dimensions and
angles (including
estimating angles)
and to recognise,
describe and build
simple 3d shapes
including nets.
-Can classify
triangles in terms
of their
properties.
-To describe
triangles, squares
and rectangles
according to their
properties.
-To know the
properties of
parallelogram,
trapezium and
rhombus.
indicates a given
property e.g. side,
edge, vertex or
face.
-Responds to
comparative
language with
regard to shape,
and, when
prompted,
indicates which
shape is larger or
smaller.
-Uses everyday
language for
properties and
positions eg, ‘top’,
‘bottom’, ‘side’.
-Recognises terms
describing position
such as ‘on top’, ‘in
front of’, ‘behind’,
‘in the middle’ and
‘in between’.
-Recognises
directional symbols
such as arrows.
mathematical objects in
patterns and sequences
-Use mathematical
vocabulary to describe
position, direction and
movement, including
movement in a straight
line and distinguishing
between rotation as a
turn and in terms of
right angles for quarter,
half and three-quarter
turns (clockwise and
anticlockwise).
of perpendicular and
parallel lines.
-Solve problems
involving converting
from hours to minutes;
minutes to seconds;
years to months; weeks
to years.
missing lengths and
angles.
-Distinguish between
regular and irregular
polygons based in
reasoning about equal
sides and angles.
-To identify, describe
and represent position
of a shape following a
reflection or
translation using
appropriate language
and know that the
shape has not changed.
-To know that
angles in a triangle
add up to 180
degrees and to
know four angles
of a quadrilateral
add up to 360
degrees.
-To know the
parts of a circle:
Diameter, radius
and circumference
and to know the
diameter is twice
the diameter.
-To know where
angles meet at a
point are on a
straight line, or
are vertically
opposite, and find
the missing angles.
(Triangles,
quadrilaterals,
parallelogram,
rhombus and
trapezium.
-Point out parallel
planes and
symmetry
associated with 3d
shape.
-Describe
positions on a full
coordinate grid
(all four
quadrants)
-To draw and
translate and
reflect shapes in
two quadrants.
Subject Specific Vocabulary
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Properties of
shape
Shape
Square
Rectangle
Circle
Triangle Sides
Straight side
Curved side
Position and
direction
Position
Distance Direction
Move
Movement
Patterns
Properties of
shape
Same as EYFS,
plus:
2-D Shapes
3-D Shapes
Two- Dimensional
Three-
Dimensional
Cuboid
Cube
Pyramid
Cone
Cylinder
Sphere
Position and
direction
Same as EYFS,
plus:
Half turn
Quarter turn
Three-quarter
turn
Left
Right
Up
Down
Properties of shape
Same as EYFS & Year
1, plus:
Properties
Compare
Common
Line symmetry
Vertical line
Edges
Faces
Vertices
Pentagon
Hexagon
Heptagon
Octagon
Nonagon
Decagon
Kite
Rhombus
Polygon
Square-based pyramid
Triangular pyramid
Triangular prism
Rectangular prism
Pentagonal prism
Hexagonal prism
Octagonal prism
Octahedron
Dodecahedron
Tetrahedron
Rectangular pyramid
Properties of shape
Same as EYFS & KS1,
plus:
Angle
Turn
Right angles
Quarter of a turn
Half-turn
Three quarters of a
turn
Complete turn
Horizontal lines
Vertical lines
Perpendicular lines
Parallel lines
Position and direction
Same as EYFS & Year
1
Properties of shape
Same as previous
year groups, plus:
Lines of symmetry
Symmetric figure
Classify
Geometric shapes
Quadrilaterals
Acute angle
Obtuse angle
Position and direction
Same as previous
year groups, plus:
Co-ordinates
Quadrant
Grid
Translate
Translation
Axis
X- axis
Y-axis
Spaces
Unit
Plot
Point
Polygon
Properties of shape
Same as previous
year groups, plus:
Angles
Measure
Degrees
Missing lengths
Missing angles
Regular polygons
Irregular polygons
Degrees
Estimate compare
Reflex angle
Point
Straight line
Multiples
Position and direction
Same as previous
year groups, plus:
Reflection
Properties of shape
Same as previous
year groups, plus:
Radius
Diameter
Circumference
Nets
Position and direction
Same as previous
year groups, plus:
Four quadrants
Pentagonal pyramid
Hexagonal pyramid
Octagonal pyramid
Position and direction
Same as EYFS & Year
1, plus:
Rotation
Right angle
Clockwise
Anti-clockwise
Order
Arrange
Sequence
Statistics
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
-Organises and
records pictorial
data on simple
charts or tables
where one symbol
represents one
unit e.g. pictogram,
block graph.
-Children start
to organise and
group objects
using simple
properties to
match objects.
-Can answer
simple questions
about groupings.
E.g How many
reds are there?
-Interpret and construct
simple pictograms, tally
charts, block diagrams
and simple tables
-Ask and answer simple
questions by counting
the number of objects in
each category and
sorting the categories
by quantity
-Ask and answer
questions about totalling
and comparing
categorical data.
-To interpret data using
bar charts, pictograms
and tables which
includes one step and
two step questions.
-To present data in a
variety of ways including
a range of different
tables, bar charts and
pictograms.
-Compare and classify
geometric shapes,
including quadrilaterals
and triangles, based on
their properties and
sizes.
-Identify acute and
obtuse angles and
compare and order
angles up to two right
angles by size.
-Identify lines of
symmetry in 2d shapes
presented in different
orientations and to
complete a simple
symmetric figure with
respect to a specific
line of symmetry.
-To solve comparison,
sum and difference
problems using
information presented
in a line graph and
complete, read and
interpret information
in tables, including
timetables.
-Can read different
graphs with different
scales.
-To read pie charts
with different
segments that are
divisible by 10.
-To construct
different bar charts
according to the data
collected.
-To interpret and
construct pie
charts, line
charts, bar charts
and various charts
(Venn and Caroll)
and use them to
solve problems.
-To read
different charts
with different
scales and can
work out and label
the scales of
different charts.
-Can construct
own line graphs
using information
that I have
collected and
-Describe positions on a
2d grid as coordinates
in the first quadrant
-Describe movements
between positions as
translations of a given
unit to the left/right
and up/down
make choices
about the scales
that I use.
-I know the term
‘mean’ is the
average to find
the averages of a
given set of
numbers. (mean,
median, mode,
range)
Subject Specific Vocabulary
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Interpret
Construct
Pictogram
Tally chart
Block diagrams
Horizontal
Vertical
x- axis
y-axis
key
title
chart title
Simple tables
Ask
Answer
Questions
Counting
Objects
Category
Sort
Quantity
Same as KS1,
plus:
Present
Presented
Graph
Statistics
Bar charts
Tables
Solve
One- step
questions
Two- step
questions
Information
Same as previous
year groups, plus:
Time graphs
Comparison
Problems
Same as previous
year groups, plus:
Timetables
Line graph
Same as previous
year groups, plus:
Pie chart Calculate
Mean
Average
CPD for teachers
Proposed Staff Mtgs:
Teaching Maths Through Concepts KS1 & KS2
Engaging & Exciting Maths Through Story Books
Meaningful Marking – Marking to progress the children’s learning
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